Discussion Post

 

For Your Initial Post

1. In your Subject Line, write a descriptive title that is appropriate and makes sense to you!
2. In the Body of your post, address the following:

   Looking at the results on your Table 9.1 Assessment Beliefs and Practices… 

   Are there any statements where there was a significant difference between how you rated Desirability and Implementation? 
   What do your results tell you about your approach to assessment?  

   Looking at your results for Exhibit 9.1: Self-Checklist: Promoting Assessment for Learning…

   Are there areas you could target for improving your own assessment practice? Why or why not?

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   Looking at your responses on both of the instruments…

   How might “understanding how you assess” help you when working with teachers, school librarians, and other educators to design, implement, and evaluate technology-enhanced instruction?

Document Companion to Discussion 4 (K-12): Assessing How
We Assess*

Table 9.1 Assessment Beliefs and Practices

Instructions: React to each statement by placing an “X” within the Desirability” column to
indicate whether you feel the statement is of high or low desirability. Then read each
statement again and place an “X” within the “Implementation” column to indicate whether you,
personally, implement the stated actions rarely (low) or regularly (high).

Statements About Assessment Desirability
Low……………….High

Implementation
Low……………….High

1 2 3 4 5 1 2 3 4 5

1. Conscious efforts are made to assess student
progress relative to instructional goals that go
beyond the recall of information.

2. Students’ instructional needs are often
assessed, and instructional decisions are often
made based on student needs.

3. Students can articulately discuss their
progress on key instructional goals.

4. Students are involved in self-evaluating their
progress by gathering evidence (using a
portfolio or other means) to show that they have
mastered key competencies.

5. The number of assignments for which letter
grades or percentage scores are given is limited
so that students focus more on learning than
worrying about “the grade.”

6. Students often receive individualized
feedback on assignments (oral and/or written
comments) that will help them improve.

7. The number of high grades given in a class is
never limited.

8. Students have many opportunities to make
choices and take charge of the way they will
learn a particular topic.

9. Talking with students about strengths and
goals for improvement is key.

JLT 5/22

https://docs.google.com/document/d/1M8iqe6T3txiH7IUGRqf0p8Anj6h3qRIFUEZNDRCcdLI/edit?usp=sharing

https://docs.google.com/document/d/1M8iqe6T3txiH7IUGRqf0p8Anj6h3qRIFUEZNDRCcdLI/edit?usp=sharing

Exhibit 9.1 Self-Checklist: Promoting Assessment for Learning.

Instructions: Please react to the statements below, using the following codes:

1 I understand and do.
0 I understand but do not do.
-1 I need help on this one.

Rating Assessment Statement

1. I understand and can articulate in advance of teaching the achievement targets
my students are to hit.

2. I inform my students regularly about the achievement targets in terms they can
understand.

3. I can transform these achievement targets into dependable assessments that
yield accurate information about learning.

4. I understand the relationship between assessment and student motivation, and I
use assessment to build student confidence.

5. I consistently use classroom assessment information to revise instruction.

6. I give frequent and descriptive (often specific) feedback to students that inform
their learning.

7. My students are actively involved in their own assessment.

8. My students actively communicate with others about their achievement status and
improvement.

9. My students can describe what achievement targets they are to hit and what
comes next in their learning.

The above tables are quoted directly from Butler and McMunn (2014, pp. 133-134).

Reference
Butler, S. M., & McMunn, N. D. (2014). A teacher’s guide to classroom assessment:

Understanding and using assessment to improve student learning. Jossey- Bass.
ProQuest Ebook Central
https://ebookcentral.proquest.com/lib/westga/detail.action?docID=708115

JLT 5/22

https://ebookcentral.proquest.com/lib/westga/detail.action?docID=708115

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction 1

Discussion 4 (K-12): Assessing How We Assess (1+1) 1

See the CourseDen discussion board for full posting instructions.

Prompt: K-12

The major project in this course–Assignment 2 and Assignment 3–asks that you coach and/or
collaborate with a client or educational professional in the design, implementation, and
analysis/evaluation of tech-enhanced learning.

As a background to this post, you will have read Chapter 9: Revising Feedback and Instructional
Plans (Butler & McMunn, 2014), and in this chapter, we begin to consider how we give students
feedback and how we modify instructional plans based on this feedback.

Fill out the Appendix to Discussion 4 (K-12) document in Google Docs (you have to make your own
copy first). Thinking of your own assessment practice, fill out Table 9.1 and Exhibit 9.1. You will use
the results of this document as the basis for how you respond to the discussion prompt below. Share
your results in your initial post (as an attachment, a hyperlink, or a copy/paste into the bottom of your
post).

I. For Your Initial Post

A. In your Subject Line, write a descriptive title that is appropriate and makes sense to you!
B. In the Body of your post, address the following:

a. Looking at the results on your Table 9.1 Assessment Beliefs and Practices…
i. Are there any statements where there was a significant difference between

how you rated Desirability and Implementation?
ii. What do your results tell you about your approach to assessment?

b. Looking at your results for Exhibit 9.1: Self-Checklist: Promoting Assessment for
Learning…

i. Are there areas you could target for improving your own assessment
practice? Why or why not?

c. Looking at your responses on both of the instruments…
i. How might “understanding how you assess” help you when working with

teachers, school librarians, and other educators to design, implement, and
evaluate technology-enhanced instruction?

II. Respond to at least one peer’s post (1+1)

1 The title of the discussion board in CourseDen is Discussion 4: Assessing Approaches to Assessment (K-12) and
Evaluation (ID). Due to the need to differentiate the topics for Discussion 4, there’s no single perfect title for both K-12
and ID!

JLT 5/22

https://docs.google.com/document/d/1MXYBJha72wCm5ZWxUcRk7hddHUNseZUH6j5mpYnGYCo/edit?usp=sharing

https://docs.google.com/document/d/1YyakSgdPCmyh0y8AjNt5F5XVvuCMUjZHIzzLiKCKzRM/edit?usp=sharing

https://docs.google.com/document/d/1Ju5P1nQmuSJyBHArukTcLagKGV0nHpcJHgxs_UQcQPI/edit?usp=sharing

Prompt: K-12

I. For Your Initial Post

II. Respond to at least one peer’s post (1+1)